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***Please do not book onto this session, it is for a training exercise*** You have found Alexis' Training, well done! To continue on in the training you will need to enter the code word 'Essex Spirit'. Why not take some time now to look at the training events available and consider any events you may wish to book. If you have any questions you can contact our team by emailing develop@essex.ac.uk. ***Please do not book onto this session, it is for a training exercise***

The first section of this workshop is an introduction to emotional intelligence, to help you guide your thinking, behaviour and emotions, and better handle interpersonal relationships. The second section looks at cultural intelligence to help you reflect and give you a better understanding and ability to relate to others and interact effectively across cultures.  If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This course is only for those who manage contractors doing low-risk activities. The session will provide an overview of the University’s policies and procedures for managing contractors doing low-risk work on University premises/property. Low-risk work activities include, but are not limited to, installing signage, cleaning, or locksmithing (where they meet the authority to work criteria). The course also covers reviewing risk assessments provided by third parties and information about our permit management system Pisys. If you are unsure if you require this training, please contact safety@essex.ac.uk.

This event will begin with a brief refresher to the requirements of Associate Fellowship (D1) and Fellowship (D2) CADENZA Direct Entry applications. Colleagues will then (depending on progress made to date) have the opportunity to either develop a plan and work towards a first draft or to continue compiling their application, using this dedicated period of time. A specialist CADENZA Direct Entry advisor will be available to support colleagues with advice and feedback throughout the event. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This is a two hour course for staff members who work with hazardous substances which include chemicals, products containing chemicals, fumes, dusts, vapours, mists, gases and biological agents. This course details what is covered under COSHH, labelling, how to complete a COSHH assessment and the control measures required. Please note this course does not cover DSEAR. For more information on COSHH, please see the Hazardous Substances Safety page on the Staff Directory.

This course is aimed at Departmental DSE Facilitators. This course provides Departmental DSE Facilitators with the necessary knowledge to carry out their duties. Post-course support will be provided by WHSW, to ensure delegates feel confident in supporting DSE assessments. If spaces are available, please click on the white space below. ONLY add yourself to the waiting list if the date/s are not convenient.

Join us for an inspiring session featuring several dynamic 5-minute lightning talks! This is a unique opportunity to hear directly from some of this year’s distinguished winners of the Excellence in Education Awards (EEAs). They will be sharing educational insights, innovative approaches to assessment, as well as other impactful teaching strategies, offering valuable takeaways for everyone dedicated to advancing educational practices at Essex. The session will be hybrid. Please note that refreshments will not be served at this session.

Stop fighting for attention. Start commanding it! Tired of watching your learning material disappear into a sea of glazed eyes? In an age of constant distraction, holding students’ attention is more challenging than ever. “Death by PowerPoint” isn't just a modern cliché; it’s a missed opportunity to inspire, engage and educate. Too often, our slides become text-heavy scripts, rather than powerful visual aids, leading to fidgeting, boredom, cognitive overload, and, worst of all, diminished learning. Banish bullet-point boredom by joining us for this intensive 90-minute workshop and learn how to transform your presentations from forgettable slide decks into captivating content that students will love. Drawing on evidence-based principles from neuroscience, data visualisation, and communication theory, this session offers practical strategies that you can implement with minimal effort. Learn to design slides that improve clarity, reduce visual clutter, and transform your very next lecture from a dull data dump into a dynamic dialogue that engages and educates your audience effectively. The session will also be hybrid. Refreshments will not be served at this event.

Transform your module into a hotbed of student-led discovery! In our drive to move students beyond simple recall towards deep, critical understanding, two robust methodologies are often discussed: Problem-Based and Inquiry-Based Learning. While frequently used interchangeably, they offer distinct pathways for sparking curiosity and fostering both analytical and practical skills. This usually leaves educators with a crucial question: Which is the right approach for my students and my subject? Join us for a practical 90-minute workshop created to demystify these two teaching strategies. We will move past the jargon to provide a clear framework, helping you decide which model best suits your specific needs. Through deep discussion and hands-on exercises, you will leave with the clarity and confidence to choose the right approach for your students and a practical plan to implement your first inquiry or problem-based learning activity. The session will also be hybrid. Refreshments will not be served at this event.

The rise of Generative AI is more than just a challenge to the traditional university essay—it’s a powerful catalyst for rethinking how we appraise student learning. The Education Exchange invites you to our upcoming Open Forum, focusing on Authentic Assessment at Essex. This is our opportunity to come together and share practical strategies for designing assessments that reflect real-world tasks, develop future-ready skills, and provide an accurate picture of our students’ actual capabilities. Whether you’re already experimenting with presentations, portfolios, case studies, or practical, or you’re simply looking for inspiration to innovate, your experience is essential. Join the conversation and help shape a more meaningful and robust culture of authentic assessment at Essex. This session will be ONLINE ONLY.

Assessment is a fundamental aspect of teaching and the curriculum that significantly influences how students learn and what they accomplish. Given the complexities of diverse student populations, rapidly advancing technology (AI), and the ever-changing educational landscape, assessment raises crucial questions regarding its quality, scalability, sustainability, and effectiveness. To address these concerns, various assessment strategies, both formative and summative, can be implemented to enhance quality and facilitate authentic and sustainable assessment practices for learning. The session will aim to provide a roadmap to transform your assessment towards more innovative approaches. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

Explore how generative AI tools can support and enhance assessment design, feedback processes, and reflective learning in this hands-on workshop for academic staff. You'll learn practical strategies for using AI to draft marking rubrics, generate personalised feedback, and support students in developing deeper reflective skills. We'll also examine the opportunities and challenges of AI-assisted assessment in higher education, including issues of authenticity, transparency, and academic integrity. Whether you're designing new assessments or improving existing practices, this online session will equip you with practical tools and insights to make student evaluations more valid, meaningful, and student-centred. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

Discover how generative AI can support and enhance your approach to learning content and module design in this hands-on workshop for academic staff. You'll learn how to use AI tools to generate, review, and refine teaching materials—and explore innovative techniques like prompting a chatbot to role-play student proto-personas to evaluate the clarity, accessibility, and inclusivity of your learning materials. Whether you're starting from scratch or looking to refresh your module structure, this online session will provide a range of practical strategies that are easy to implement. By the end of the workshop, you'll be able to use generative AI to design more engaging, student-centred learning experiences. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This session will look at the educational and pedagogic basis of module design, the key principles of effective course design to improve students learning experience, outcomes and the innovative delivery of teaching will be covered. The session will also focus on using learning outcomes to plan teaching, learning and assessment in innovative ways. By the end of the session, participants will have: 1. Understanding of the principles and approaches of module design in HE; 2. Have the opportunity to discuss innovative ways to module design; 3. Have the opportunity to share your experience and practice on module design practices. Who should attend? Mixed audience of experienced and early career academic staff who are working on designing new modules or making changes to existing ones. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This Education Insights workshop will provide an overview of the role of the Student Advisor, and the skills and values needed to be an effective advisor. We will cover the policy requirements for student advising at Essex, what students want from a student advisor and provide tips to make the advising count for your students. The session is ideal for new advisors but also for those looking to revise and develop a more effective advising system within their School or Department. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

Feedback is one of the priority areas for the improvement of student experience at Essex. This session will look at the characteristics of effective feedback and how we encourage students to make full use of feedback to enhance their learning and achievement. The session would address issues related to poor students’ feedback experience, effectiveness of feedback, student expectations from feedback, approaches to giving feedback and encouraging students to make use of feedback. By the end of the session, participants will have: 1. Understanding of how feedback can support learning; 2. Understanding of features of effective feedback; 3. Have the opportunity to discuss ways to motivate students to engage with feedback; Who should attend? Mixed audience of academic staff who are relatively new to giving feedback to students in HE and those who are more experienced but wish to develop their lecturing skills. Graduate Teaching Assistants who assess and give feedback to students are also advised to attend. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

Looking for fresh ways to boost student engagement? In this practical online session, you’ll explore a range of digital tools supported at Essex—including Poll Everywhere, Padlet, Listen Again, Miro, and Moodle—that can make your teaching more interactive, inclusive, and effective. Whether you teach in-person or online, this workshop will equip you with simple yet impactful strategies to enhance your teaching delivery and improve student participation during your lectures, seminars and workshops. No technical experience needed—just bring your curiosity! If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

Join us for a practical, jargon-free introduction to artificial intelligence and its growing role in higher education. In this one-hour online workshop, you'll explore the basics of AI—including generative AI and large language models (LLMs)—in a way that's easy to understand, and discover how these technologies are already shaping teaching, research, and student support services. Whether you're an academic or a member of Professional Services, this session will help you build confidence, write more effective prompts, and identify opportunities to leverage AI effectively in your work. No prior experience with AI is needed. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This session is designed to get you on a good start with your teaching practice and help you to grips with teaching methods in HE. The session offers an introduction to the basic concepts and practices of learning and teaching in Higher Education and the University’s tools, frameworks and resources. The presentation gives you the opportunity to share experiences and ideas with peers. By the end of the session, participants will have: 1. The basic knowledge and tools needed to get started in HE teaching; 2. The chance to share experiences and ideas with peers; 3. The opportunity to enhance your continuing professional development. Who should attend? Academic staff who are relatively new to teaching in HE. Those who are not new to teaching but new to Essex may find part of the session useful and are welcome to attend. Graduate Teaching Assistants may also benefit from attending the session. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This session will help you to be a clear and effective communicator and show you how to communicate more assertively. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This session will cover how and when to inspect trolleys, step ladders and kick stools to ensure they are safe to use.

Get your Moodle pages ready for the start of term by following a few easy steps. This short session will take you through the process of resetting, editing, updating, and aligning your Moodle pages with the Baseline standard. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This session will cover the following areas: Hate Crime Ambassador Presentation: • An awareness of what Hate Crime is • How you can support victims to report Hate Crime • Basic safety advice for victims • General signposting to support victims Being a Hate Crime Ambassador: • Promoting Hate Crime Awareness • What a Hate Crime is • Signposting victims Hate Incident Reporting Centre: • Promoting Hate Crime Awareness • Giving basic safety advice to victims. • Supporting victims to report Hate Crimes • Signposting to give victims support

This session will cover the following areas: Hate Crime Ambassador Presentation: • An awareness of what Hate Crime is • How you can support victims to report Hate Crime • Basic safety advice for victims • General signposting to support victims Being a Hate Crime Ambassador: • Promoting Hate Crime Awareness • What a Hate Crime is • Signposting victims Hate Incident Reporting Centre: • Promoting Hate Crime Awareness • Giving basic safety advice to victims. • Supporting victims to report Hate Crimes • Signposting to give victims support

The Impact Module of the Research Information System (RIS-IM) is a confidential repository for academic staff to store and track information about their engagement and knowledge exchange activities and the impact of their research outside of the academy. This bitesize online session will give you an overview of the new updated version of the RIS-IM and how to use it to track and document your research impact. After this session you will be able to: • Create records to capture impact plans, impact activities and impact • Upload evidence of impact • Link records to publications and other records within RIS

Identifying how to engage with external partners, beneficiaries and users of your research to enable impact is not as simple as it sounds. This one-hour webinar, which is the second part of 2 sessions, will provide you with a framework to help you consider the appropriate ways that you can engage with different audiences. This session helps you to put into practice your best laid plans from preliminary mapping exercises to ensure effective engagement and evaluation for your project throughout its development.

This online session is the outcome of collaborative work between the Research Governance and Research Impact teams in the Research Enterprise Office. Using case studies based on real-life situations, the session aims to grow researchers' understanding of when ethics review might be needed for their public engagement activities, and to provide them with guidance for ethically conducting their public engagement activities. Each case study is accompanied by some suggested points for discussion. These are intended as a starting point for debate and reflection in a safe environment. After this session you will be able to: Take appropriate action in ensuring ethics is considered in engagement and impact activities; Apply ethics guidance in your public engagement activities; Know the internal process for ethic reviews; Know what resources to call on when planning ethical engagement with your research.

Capturing and evidencing engagement and impact is important for researchers particularly in relation to impact case studies for the Research Excellence Framework (REF), but also in reporting to funding bodies and external partners. This interactive session will give an overview of the types of evidence-to-evidence different types of research impact. The session will also touch upon how to use the Research Information System (RIS) to document engagement and impact activities/narratives, and record evidence. Some examples of the types of evidence that could be used to evidence the impact of your research will be provided along with practical tips on collecting it. The session is aimed at academic and research staff at all levels. After this session you will be able to: Recognise the importance of documenting and evidencing research impact in REF; Use the RIS to document and track your engagement activities and research impact; Identify appropriate types of evidence to demonstrate the impact of your research what consent may be required for use.

Now more than ever, UK funders are committed to excellent research which impacts on our economic and social wellbeing, focusing on extending impact beyond academia to benefit society. This webinar will focus on writing about impact and engagement in funding applications, provide some practical information on how to incorporate impact within your proposal and offer examples of good practice. This session is aimed at academic and research staff at all levels. After this session you will be able to: Identify the requirements for impact for different funders and calls; Describe who might benefit from your research and how you could make this happen; Apply best practice techniques in writing about impact in your own funding bid.

Of strategic institutional and departmental importance, this introductory webinar will provide an overview of the REF and how research impact is assessed and present examples of impact case studies from a range of disciplines. The session will also highlight the changes proposed for REF2029, and the implications of these changes. This session is aimed at early career researchers and academics not familiar with how impact is assessed in the REF. Impact was introduced to the Research Excellence Framework (REF), the system for assessing the quality of research in UK higher education institutions, in 2014 and for the 2014 and 2021 assessments, HEIs were required to submit impact case studies demonstrating the impact of their research on wider society. After this session you will be able to: Demonstrate an understanding of the REF and how impact is assessed; Identify the key components of an impact case study; Recognise the qualities of high scoring impact case studies.

Planning for impact includes considering what might change and for whom. This one-hour webinar, which is the first part of 2 sessions, will give you the tools to effectively map your stakeholders including research users and beneficiaries, helping you to identify who might benefit from your research, how you can reach those people and introduce you to some useful planning tools and resources to ensure you plan for successful engagement. The second part will be held on 4th February 2026, 13.00 – 14.00.

This workshop will help researchers plan policy impact work by looking into the live priorities that national policymakers are focusing on and the political context that is shaping their thinking. The session is being run by Showrunner Communications - a consultancy that specialises in helping researchers to engage influentially with UK policymakers. Showrunner’s Director, Mark Fuller, will facilitate the session, drawing on 20 years’ experience of working in policy, including advising an MP, at influential think tanks and as a senior lobbyist in a number of major industries.

This workshop will help researchers to proactively plan ways to apply their research and expertise to public policy, exploring how to engage directly with policymakers and play a part in policy debates. The session is being run by Showrunner Communications - a consultancy that specialises in helping researchers to engage influentially with UK policymakers. Showrunner’s Director, Mark Fuller, will facilitate the session, drawing on 20 years’ experience of working in policy, including advising an MP, at influential think tanks and as a senior lobbyist in a number of major industries.

This new course is for employees who carry out incident investigations as part of their job. You will find out what are the three main causes of incidents in the workplace and carry out your own incident investigation using a case study. The course also provides an update on the University incident reporting procedure at the University and what you can do to improve reporting. It will give you a legislation update on the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR). If spaces are available, please click on the white space below. ONLY add yourself to the waiting list if the date/s are not convenient.

An overview of Moodle for new starters. This session will give you an understanding of how we use Moodle at Essex and the basics of editing a Moodle course.

The Quiz is a powerful activity that can meet many teaching needs, from simple, multiple-choice knowledge tests to complex, self-assessment tasks with detailed feedback. This session will enable you to set up and run simple formative and summative Moodle quizzes with your students. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

This practical training session is aimed at staff who are new to using LEAP and those needing a refresher. - Improve understanding of Student Engagement and how LEAP supports engagement at the University of Essex - Gain practical knowledge of the LEAP system - Understand support available for students and how to refer students to these services using LEAP If you are able, please check your access to LEAP and view the system before attending this session. You should be able to log on to the system using your Essex login details (minus @essex.ac.uk): https://leap.essex.ac.uk. Details will be provided in the session of how to request access if you cannot log on to the system.

Discover how to create engaging, interactive content using H5P in Moodle. This course introduces the basics of H5P, explaining how to create multimedia activities that enhance learner engagement.

This two-hour course is aimed at Heads of Department/Section and Directors as well as Managers and Supervisors in high-hazard areas. It is also open to other supervisors and managers who feel that they may benefit from the training. The course covers the University’s legal responsibilities, as set out in the Health and Safety Policy and Code of Practise, and explains what a health and safety management statement is and how to complete it. Participants are also given an overview of support and resources available within the University. A case study is used to help understand what is required of a manager/health and safety lead in the event of an incident and put into context the legal responsibilities. At the end of the course, you will be assessed with a short multiple choice test. If you will require support for the test, please email safety@essex.ac.uk. Please note that all courses are in person at Colchester campus unless stated otherwise. If you have booked and are unable to attend, please cancel your place or email safety@essex.ac.uk before the training date. If spaces are available, please book yourself onto a course. If you are unable to attend any of the courses listed, please add yourself to the waiting list.

This session will equip you with practical strategies to navigate workplace discussions with confidence, clarity, and impact. Through real-life scenarios and guided exercises, you’ll learn how to build influence, manage difficult conversations, and prepare for and conduct win-win negotiations that lead to mutually beneficial outcomes.

The session is delivered by a qualified Nordic Walking Instructor and is a low impact walking exercise that involves the use of walking poles. Along with getting your heart rate up, Nordic walking is a full-body exercise that uses special poles to activate your upper body as you walk and great workout for those who have joint issues such as arthritis. These sessions are aimed at all abilities, and you will be taught the correct technique before setting off and enjoying the scenery around campus. Walking poles will be provided but you should ensure you wear comfortable clothing and suitable walking shoes or trainers. The group meets on Square 2, outside the RAB Butler Building, for a prompt 12:10 departure. You must ensure for the first session you have completed a health declaration, which you can access by emailing ohquery@essex.ac.uk or on the Wellbeing Wednesdays page on the Staff Directory. Please bring this with you to your first session.

***INVITE ONLY*** Please only book onto this session if you have been invited to do so.

An online briefing outlining our approach PDR and how to ensure it can be part of an effective annual cycle of one-to-ones. This session sets out organisational expectations of performance and development reviews within the ongoing management relationship; how to ensure development goals are aligned with organisational intent; explores approaches to ensure effective, meaningful PDR meetings and longer term outcomes; and outlines resources available to support the conversations. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

An online opportunity to understand PDR at Essex and the importance of regular, effective one-to-ones in working towards organisational expectations and ensuring personal development. This session will: orientate you to the approach to PDR at the university; explore the link between personal objectives and organisational goals; provide you with approaches to ensure that the PDR conversation and its outcomes are meaningful in the longer term; and outline sources of sources of support and guidance. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

Online academic support hours have been arranged to allow anyone currently undertaking module one or two of the Postgraduate Certificate in Higher Education Practice (PG CHEP) to have a discussion with a PG CHEP advisor on any aspect of the programme. You may have questions you wish to ask, or topics you wish to discuss in relation to coursework, the wider programme or any other matter relating to PG CHEP. The academic support hours are offered on a first-come, first-served basis with a maximum of ten spaces for any one session. Please be advised you may need to wait in the virtual 'waiting room' until the team member becomes available to start their next meeting with you. Please contact pgchep@essex.ac.uk if you have any questions. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

***INVITE ONLY*** This Zoom support session will contain various information and discussion opportunities relating to your final submission details for your relevant module. The event will also include time for networking with fellow PG CHEP participants and a chance to have a one-to-one meeting with a PG CHEP advisor to talk through any remaining queries. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

***INVITE ONLY*** This Zoom support session will revisit key information in relation to the PG CHEP programme and will take you through the various coursework submissions; as well as details relating to Programme Learning Outcomes and important tips and reminders for your awareness. There will be several opportunities for you to meet and network with fellow PG CHEP participants throughout. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

***INVITE ONLY*** This Zoom support session will revisit key information in relation to the PG CHEP programme and will take you through the various coursework submissions; as well as details relating to Programme Learning Outcomes and important tips and reminders for your awareness. There will be several opportunities for you to meet and network with fellow PG CHEP participants throughout. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

***INVITE ONLY*** This Zoom support session will contain various information and discussion opportunities relating to your final submission details for your relevant module. The event will also include time for networking with fellow PG CHEP participants and a chance to have a one-to-one meeting with a PG CHEP advisor to talk through any remaining queries. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

***INVITE ONLY*** This Zoom support session will contain various information and discussion opportunities relating to your final submission details for your relevant module. The event will also include time for networking with fellow PG CHEP participants and a chance to have a one-to-one meeting with a PG CHEP advisor to talk through any remaining queries. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

***INVITE ONLY*** This Zoom support session will revisit key information in relation to the PG CHEP programme and will take you through the various coursework submissions; as well as details relating to Programme Learning Outcomes and important tips and reminders for your awareness. There will be several opportunities for you to meet and network with fellow PG CHEP participants throughout. If you have any additional requirements, please contact develop@essex.ac.uk so adjustments can be made.

Risk Assessment Essentials is a three-hour course is designed to introduce staff members to creating useful risk assessments and their importance. This includes identifying what a risk is and how they can be mitigated to keep people safe. Participants use the risk assessment template along with a scenario to practise, and are provided a completed version at the end of the session in addition to resources that are available to help in the future. At the end of the course, you will be assessed with a short multiple choice test. If you will require support for the test, please email safety@essex.ac.uk. Please note that all courses are in person at Colchester campus unless stated otherwise. If you have booked and are unable to attend, please cancel your place or email safety@essex.ac.uk before the training date. If spaces are available, please book yourself onto a course. If you are unable to attend any of the courses listed, please add yourself to the waiting list.

Part 1: Part 1 of this course will focus on introducing participants to legislative and institutional definitions of misogyny, sexual harassment, and sexual violence. Participants will be encouraged to think about different forms of misogyny and individual and societal impacts of misogyny. Participants will also discuss what sexual violence is and learn to challenge commonly help myths about what causes sexual violence. (LO1, LO2, LO3, LO4) Please note this is a two part course. Refreshments will not be provided.

Part 2: Part 2 of this course will focus on the impacts of sexual violence, abuse, and harassment on the survivor. We will explore possible barriers to disclosure, as well as how to overcome these barriers and how to respond to a disclosure. We will also discuss possible ways to intervene safely in case we witness sexual harassment, abuse or violence. This section will also highlight institutional reporting and support mechanisms. (LO5, LO6, LO7) Please note Part 1 must be completed to complete Part 2. Refreshments will not be provided.

Part 1: Part 1 of this course will focus on introducing participants to legislative and institutional definitions of misogyny, sexual harassment, and sexual violence. Participants will be encouraged to think about different forms of misogyny and individual and societal impacts of misogyny. Participants will also discuss what sexual violence is and learn to challenge commonly help myths about what causes sexual violence. (LO1, LO2, LO3, LO4) This session will be delivered via zoom.

Part 2: Part 2 of this course will focus on the impacts of sexual violence, abuse, and harassment on the survivor. We will explore possible barriers to disclosure, as well as how to overcome these barriers and how to respond to a disclosure. We will also discuss possible ways to intervene safely in case we witness sexual harassment, abuse or violence. This section will also highlight institutional reporting and support mechanisms. (LO5, LO6, LO7) This session will be delivered via zoom. Note – please ONLY register for Part 2 if you have completed Part 1

The University’s FLF Masterclass Series runs over three separate sessions and aims to support our early career academics who are considering making an application to UKRI’s Future Leaders Fellowships (FLF), to share good practice, help them understand and navigate the scheme and upskill them in order to maximise their chances of making a successful application. Session 3 (this session) is an FLF proposal writing drop-in session / workshop. This will be a practical session: candidates will receive feedback and support for FLF outlines in progress. The agenda is deliberately quite fluid, but will include: quiet space to develop ideas with support available; interactive discussions with expert support and/or other candidates; one-to-one expert feedback on draft proposals. A draft agenda will be provided to registered candidates closer to the time. Contributors will include Professor Alex Dumbrell from the School of Life Sciences, Essex’s FLF award holders and Research Development Managers (RDMs). --------x-------- This course is primarily aimed at Essex-based early career academics who are seriously considering making an FLF application in Round 11 (2026), and those supporting their applications. We should note that, regretfully, for Round 11, the University of Essex is unable to support FLF applications from external candidates or internal candidates not on permanent contracts. This course is not suitable for UG or PG students. --------x-------- --------x-------- Please note that this boking is just for Session 3 of the UoE Future Leaders Fellowships Masterclass. Session 2 – an FLF writing seminar – will be bookable separately, and booking details will also be found on HR Organiser (session title: “University of Essex Future Leaders Fellowships Masterclass: Session 2 - FLF writing seminar”). Please note that candidates wishing to attend session 3 should also have attended any previous sessions. Overarching aim: To support early career academics who are considering making an application to UKRI’s Future Leaders Fellowships (FLF) in order to maximise their chances of making a successful application. To provide expert, practical support for candidates actively developing their FLF application ideas. To provide a drop-in space for candidates obtain one-to-one feedback on their FLF draft proposals. To provide a separate, quiet space for candidates to spend uninterrupted time on developing their FLF draft proposals with expert advice close at hand. To provide an opportunity for group discussions so candidates can share experiences, ask questions that may have arisen while developing their proposals, and get expert and peer insight. To provide an opportunity for FLF candidates to meet and develop a network of peer-to-peer support. Pre-work Candidates should be seriously considering making an FLF application in Round 11 (2026), should be familiar with the scheme, and should be in active discussion with their DoR, HoD and networks about their application (mandatory). Candidates should have attended session 2, and are strongly recommended to have attended session 1. Preparatory work: candidates should prepare a 1-page outline of their FLF idea (bullet points acceptable) to develop and discuss during the session (this should be based around the scheme assessment criteria and knowledge gained in sessions 1 and 2). Alternatively, candidates are welcome to bring a more developed draft for feedback. --------x-------- --------x-------- Round 11 is expected to open early in 2026, but please refer to UKRI’s FLF websites and the University’s dedicated FLF webpage to learn about the scheme and our sift process for Round 10 (please note that scheme details and out internal sift process might be modified for future rounds). • UKRI FLF Round 10 website: https://www.ukri.org/opportunity/futureleaders-fellowships-round-10/ • UKRI general FLF website: https://www.ukri.org/what-we-do/ developing-people-and-skills/future-leaders-fellowships/ • University FLF website: https://www.essex.ac.uk/research/fellowships/ ukri-future-leaders-fellowships

This course is targeted at anyone who uses stepladders as part of their day-to-day role, but anyone who works at height is welcome to attend.